THE STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

THE STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)

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CHAPTER ONE

INTRODUCTION TO SIWES

 

 

1.1  BRIEF HISTORY OF SWIES

The vision of the Industrial training fund, when it initiated the students industrial work experience scheme (SIWES) in 1973, was the provision of an avenue for the student to acquire practical industrial exposure in their respective disciplines during the course of their studies. Such exposures, it was envisaged, would prepare students to fit more readily, into an industrial work environment after their academic career. The scheme was also designed to offer lecturers the opportunities to evaluate the relevance of training to the needs of industry.

The scheme commenced in 1974 with eleven (11) institutions. By 1978, when the number of institutions had grown from eleven to thirty-two (32), the ITF was force to reduce the number of approved programmes to engineering and technology disciplines in universities, polytechnics and colleges of technology. In 1979, the federal ministry of education made it compulsory for all students of polytechnics and colleges of technology to undergo one-year industrial attachment.

The students’ industrial work experience scheme serves as an acceptable skills training programme the programme is a part of the minimum academic standards in the various degree programmes within Nigerian universities. The SWIES programme

 

helps to harmonize the extensive theoretical background of tertiary education in Nigeria with the extensive practical background of the industry. By this scheme, students are exposed to equipment and infrastructure, which are not affordable by or unavailable in the tertiary institutions.

 

1.2 OBJECTIVES OF SIWES

The objectives of the student industrial work experience scheme (SWIES) are to:

1. Provide an avenue for students in Nigerian universities to acquire industrial skills and experience in their course of study.
2. Prepare students for the work situation they are likely to meet after graduation.
3. Expose students to work methods and techniques in handling equipment and machinery that may not be available in the universities and other institution of learning.
4. Provide students with an opportunity to apply their theoretical knowledge in real work situations, thereby bridging the gap between university work and actual practice.
5. Make the transition from the university to the place of work easily and thus, enhances students’ contacts later for job placement

 

1.5 LABORATORY SAFETY RULES AND REGULATION

• Ensure to always wear a clean lab coats
• Follow lab procedures exactly as it is in the manual. When in doubt ask a question.
• Look carefully at the label of a bottle before using the contents.
• Examine all glassware before using. Report any crack or breakage (detect). Those with damage edge defect should not be use.
• Never pipette dangerous chemicals with mouths.
• Don’t wear loose clothes in the lab.
• Replace the reagent bottle and apparatus to their place immediately after use.
• Don’t take away any chemical substance from the lab.
• Hand should be thoroughly washed after analysis and before leaving the laboratory.
• Be familiar with the fire lighting equipment and the first aid facilities in the lab.
• Record your observation and reading accurately.

 

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